Introduction. The objective of this study was to determine if scenario-based training (SB) was more effective than task-based (TB) training in teaching a difficult airway algorithm to nurse anesthesia student.
Methods. Participants were second year nurse anesthesia students. Simulation was used as both a training and testing modality. Subjects were given a 2 scenario simulation based pre-test and a written test, randomized to receive either (1) lecture and task-based training or (2) lecture and scenario-based training. They were then post-tested with the same 2 simulation scenarios and an objective matched written posttest. Performance was videotaped and evaluated by 2 expert observers based on performance against an idealized algorithm, amount and time of desaturation, and time to secure the airway. Data were analyzed using repeated measures ANOVA and students-t test. Levels of statistical significance were set at a of .05 (one-tail).
Results. While performance improved in both groups on all outcome variables the SB group's improvement was statistically significant on the number of deviations from the airway algorithm (Pre-test TB = 23.09, Post-test TB = 16.27, Pre-test SB = 24.25, Post-test, SB = 12.83, interaction F = 2.91, p < 0.05) and written exam (Pre-test TB = 69%, Post-test TB = 73%, Pre-test SB = 70%, Post-test, SB = 81%, interaction F = 3.30, p = 0.05).
Conclusion. We found mixed evidence that SB training may offer specific advantages, including improved didactic knowledge and compliance with a complex algorithm, in teaching management of the patient with a difficult airway to novice anesthesia providers. Conversely, the total time of desaturation and lowest desaturation was not statistically significantly different. Subjectively both methods provided a high degree of self confidence in learning and student satisfaction as measured by the Student Satisfaction and Self Confidence in Learning Scale
